Teaching young students to engage in socioscientific reasoning can feel like an overwhelming task due to the abstract reasoning required. Yet, Sadler et al., (2007), note the importance of helping students develop socioscientific reasoning from a young age by learning the science content and preparing to engage with social issues later in life. Through grounding discussions in explicit reflective conversations stemming from concrete experiences and local contexts, this unit helps teachers make socioscientific reasoning accessible to all students. Starting with observing their own school lawn, and then comparing this habitat to other types of habitats, students learn about the role of water in plant growth and the complex issue of water usage.